This policy brief explores possible paths forward for policy makers in Brazil seeking to enhance quality and equity in lower secondary education. Drawing on analysis of OECD data, international policy examples, and insights from the Policy Dialogues in Focus seminars, the brief covers three key topics: 1) Strengthening learners’ resilience, by listening and responding to their needs; 2) Empowering resilient educators, to balance change and innovation with ongoing needs; 3) Supporting learners’ transitions, through their learning pathways. Building on the OECD’s Framework for Responsiveness and Resilience in Education Policy, these Policy Dialogues in Focus seminars from the Education Policy Outlook brought together federal and subnational policy makers, civil society actors and researchers in Brazil as well as policy makers from Chile, Colombia and Spain.

Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of accession and partner countries. More than 100 charts and tables in this publication - as well as links to much more available on the educational database - provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. This country note provides a country-specific overview of Brazil.

This policy brief brings together key reflections from the Policy Dialogues in Focus: International Insights for Digital Education Reform in Brazil. This seminar series from the Education Policy Outlook offered federal and subnational policy makers, civil society actors and researchers in Brazil the opportunity to learn from the experiences of six peer education systems (New South Wales (Australia), Chile, Colombia, Ireland, Korea and Mexico). The seminars also provided insights into other relevant international comparative and empirical work from the OECD. The policy brief builds on the main reflections and insights shared by presenters and participants in the seminars, covering four key topics: digital education governance, infrastructure and resources, capacity building and digital learning resources. The brief proposes pointers for policy makers in Brazil to consider when pursuing the design, implementation and monitoring and evaluation of digital education reforms.

This document brings together previous international evidence collected by the OECD on the topics of Early Childhood Education and Care (ECEC) and the education policy context of Brazil to support policy dialogue in Brazil on the reform of ECEC in 2024. This document looks into the following areas: 1) Why ECEC matters for stronger social and economic outcomes in Brazil, 2) How some OECD education systems are supporting access to and quality of ECEC, and 3) Which policy directions taken by some OECD countries can inform Brazil's efforts to strengthen access and quality of ECEC?

This report, linked with the Digital Education Outlook 2023, provides an overview of 29 countries' (or jurisdictions') digital education ecosystem and governance. Each chapter covers the devolution of responsibilities within countries; how it affects digital education; what digital tools for management and teaching and learning are made publicly available to schools, teachers and students; how they are provided or procured; how countries ensure the security, privacy, equity and effectiveness of this digital ecosystem while keeping incentives for private education technology (EdTech) companies. The information and analysis are based on a survey on digital education infrastructure and governance, interviews with national and regional government officials as well as desk-based research. Providing for the first time a holistic view of 29 countries' and jurisdictions' digital education ecosystem and governance, this report will be of interest to policy makers, academics and education stakeholders interested in the digital transformation of education at home and internationally.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of Brazil.

In light of recent education reforms, Brazil is currently considering a series of changes to the purpose and design of its Basic Education Assessment System (Sistema de Avaliação da Educação Básica, SAEB), which has been a critical source of information about student learning outcomes for the past 30 years. To inform these discussions, the OECD was invited to review a set of policy proposals for reforming the current SAEB so that it more closely aligns with Brazil's new learning standards and provides data to support a range of education actors - from the classroom to the ministry - in their efforts to raise educational performance and reduce inequalities. The findings from this OECD Review are set out in this policy perspective.

The Education in Brazil: An International Perspective report was developed drawing on internationally comparative data on education in Brazil, in particular the extensive range of data collected by the OECD through its surveys. The experiences of other countries and how they have tackled challenges similar to those now faced by Brazil, along with the insights from consultations with key national experts, also inform the analysis. The report benchmarks with OECD and a set of comparator emerging economies the whole education system from early childhood education and care to tertiary education, focusing on access and participation, learning and labour market outcomes, the allocation, use and efficiency of financial, human and material resources, school leaders, teachers and teaching, and the school climate and student well-being. The report highlights the many strengths of Brazil's education system, identifies the main challenges ahead and offers policy implications for the future.

This country policy profiles on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. Education Policy Outlook: Brazil - with a focus on National and Subnational Policies also analyses the evolution of ongoing and emerging related policy efforts in Brazil, including education responses to the COVID-19 pandemic. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy.

This country policy profiles on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. Education Policy Outlook: Brazil - with a focus on International Policies offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Brazil's key challenges and priorities, including in the post-COVID recovery. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also benefits from the Education Policy Outlook’s ongoing comparative analysis of resilience and responsiveness in education policy.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Brazil.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Brazil.

This review examines the external systems in place to assure the quality of higher education in Brazil. It highlights the relative success of the Brazilian quality assurance model in regulating market entry for private operators in Brazil, which cater to over 70% of students. But it also calls into question the effectiveness of existing systems to monitor the quality of undergraduate programmes and institutions and the ability of public authorities to act decisively to protect students from bad quality education. The report analyses the systems that regulate the launch of new higher education institutions and programmes and evaluates quality assessment mechanisms for existing programmes and institutions. It also looks at the structures allowing public authorities to intervene to end or improve poor quality provision. The review offers policy recommendations. It proposes a more differentiated system of quality assurance. It also recommends significant modifications to the design and purpose of the National Examination of Student Performance (ENADE). This work was requested by the National Commission for Evaluation of Higher Education (CONAES) and CAPES, the federal body responsible for quality assurance and funding of postgraduate education.

This policy profile on education in Brazil is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics.

Education is a central priority for the State of Santa Catarina. Its policy makers are firmly committed to provide a relevant and efficient education system that responds to the requirements of the global economy and will allow the state to be competitive, both nationally and internationally. This OECD review gives a brief overview of education in Santa Catarina and its development. It presents an analysis of the system from pre-school to tertiary education and lifelong learning, and identifies key directions for policy reform in light of the challenges encountered by officials, communities, enterprises, educators, parents and students. It concludes with a set of key recommendations concerning the structure of the system and its labour market relevance; access and equity; governance and management; research, development and innovation; internationalisation; and financing.